مجله آموزش پرستاری
سال هفتم شماره 4 (پیاپی 30، مهر و آبان 1397)

Evidence-based performance requires that Clinical staff in different areas of teaching, clinical and management learn the skills of using the evidence from the research and apply these. The purpose of this study was to determine the relationship between learning style and evidence-based performance in nurses working in Kermanshah hospitals. This study was performed on 319 nurses working in hospitals affiliated to Kermanshah University of Medical Sciences in 2015 by stratified random sampling and proportional assignment. The data gathering tool in this research was questionnaires include: the learning style of VARK, Evidence-based performance and demographic data form. Validity and reliability of the VARK learning style questionnaire have been confirmed in the country and abroad.
Validity of evidence-based performance questionnaire was confirmed through content validity and the test-retest method was used to determine the reliability of this questionnaire. Data analysis was performed using the VARK learning style analytical tool in Excel, Spearman correlation and Chi-square tests. The learning style of single-mode template (84.1%) and hearing-type with relative frequency (46.3%). Knowledge about evidence-based performance (53.2%) was moderate in nurses Attitude (52.6%) of people was positive about evidence-based performance. The evidence-based practice nurses (57/8 %) were nearly desirable level. There was no significant relationship between nursing learning styles and evidence-based performance (p = 0.926). Nurses have different learning styles. The development of Effective educational methods adapted to the learning style will help increasing their evidence-based performance by increase nursing awareness. Principled and systematic training to raise awareness and improve attitudes toward evidence-based performance and Nursing education also seems to be essential in terms of the concepts of evidence-based practice, scientific and workshop training, and the creation of facilities.

Endotracheal suction is one of the main measures in the care and maintenance of airway. If this method of care is not performed properly in patients, it is associated with many complications for the patient. Evidence for knowledge and practice nurses 'of endotracheal suction is associated with various findings. The purpose of this study, determine Knowledge and Practices of Nurses in Intensive Care Units on Endotracheal Suctioning.

This descriptive-analytic study, 112 nurses working in intensive care units in Golestan University of Medical Sciences (2017) were recruited census for the study. Data were collected using self-report Questionnaire for assessing knowledge nurses' (17 questions) and Performance check list (22 items) about the endotracheal suction. Data analyzed by SPSS20 software, using descriptive and inferential statistics (Regression, Spearman correlation and Mann Whitney Test). The significance level was considered 0.05.

Mean of total knowledge nurses in intensive care units was 71.6 (±10.91) and mean of total performance nurses in the intensive care units were 41.22 (±7.91). Spearman correlation coefficient showed that was no significant correlation between total knowledge and total performance nurses regarding endotracheal suction (P<0.05). Also, the test showed that age and experience of work with nurses knowledge regarding endotracheal suction is significant (P>0.05) while, relationship was no significant with the performance nurses (P<0.05).

The results showed that knowledge and performance nurses regarding endotracheal suction was respectively good and medium. It seems, Educational and structural interventions by managers in this regard is essential.

Nursing students are always exposed to various stresses, including educational, family, social and economic issues, which may have adverse effect on their academic performance and mental health. The purpose of this study was to investigate the effect of stress management on nursing students stress in their first clinical experience.
Methods & Materials: This quasi-experimental study was done in Arak University of Medical Sciences in 2016. Students entering first semester were considered as control group and second semester entrance as the experimental group. Totally 48 students entered the study by census method. The intervention group received the intervention (a 2-day stress management education for 4 hours). The control group did not receive any intervention. Stress was assessed in the two groups, four days before and at the end of the clinical experience using DASS 21. Data were analyzed by SPSS 21, using independent t test, paired t test, Mann-Whitney and Wilcoxon. Results showed that after the intervention, there was no significant difference in the mean score of anxiety and depression between the two groups (p=0.492 and p=0.057 respectively). But the mean score of stress after the intervention had significant difference between intervention and control groups (6.0±5.4 and 13.08±11.12 respectively, p = 0.008). The results show the effectiveness of stress management on the stress experienced by nursing students in their clinical education. It is suggested that stress management programs be considered for students before and during their clinical education.

The first and most important issue for deaf adolescents is communication problems that cause many problems for teens and their families. Hence, improving the psychological characteristics of these individuals has been considered by many therapists. The aim of this study was to investigate the effect of communication skills training on general self-efficacy and social phobia in adolescent boys with hearing impairment. The present study is a quasi-experimental study with pretest-posttest design with control group. One hundred and thirty people were selected by simple random sampling method and randomly assigned to two intervention and control groups (each group of 15), among the hearing aid boys in Khorramabad city. The intervention group received 8 sessions of 90 minutes of communication skills training, and the intervention group did not receive any intervention. The groups completed Sherer's general self-efficacy questionnaire (Sherer and Social Connector Convertible Scale) as pre-test and post-test. Finally, the data were analyzed by multivariate analysis of covariance (MANCOVA) and SPSS-21 software. The findings showed that there was a significant difference between the means of self-efficacy and social fears in the experimental and control groups in the post-test. In other wo rds, communication skills training increased general self-efficacy and decreased social phobia in adolescent boys with hearing impairment (P <0.001). Regarding the effect of communication skills training on general self-efficacy and social phobia, counselors, therapists and clinical psychologists are recommended to use this method to increase general self-efficacy and reduce social phobia in deaf adolescents.

Nurses as a member of the treatment team, is needed in the care of the patient use the best available evidence and valid research results in their performance. This paper compares the knowledge, attitude and practice of evidence-base at Tehran, semnan and Lorestan University of Medical Sciences. This descriptive- analytic study of 524 nurses in selected hospitals of semnan, Lorestan and Tehran University of medical sciences in terms of knowledge, attitude and practice of evidence-based evaluated. Evidence-based practice questionnaire with demographic information and three dimension of knowledge, attitude and practice of evidence-based is used. The collected data were entered into SPSS version 16 and analyzed using descriptive statistics. In this study, evidence-based practice in nurses of Lorestan and Semnan University of Medical Sciences was better than Tehran. The relationship significant was between sex, age, experience of work and evidence-base practice, however the relationship between education level and evidence based practice was not significant. According to the results, evidence-based practice in nursing at the intermediate level so, its necessary that  pay attention to updating information and encourage them to nursing continuing education courses in order to facilitate evidence-based nursing practice

In the university system, the purpose of education is to make appropriate changes in the graduates. Almost in all societies, educational goals are similar to each other, but planning relate to the traditions and cultures of each society. Comparing different educational systems will enhance the content and quality of the curriculum. The aim of this study was to compare master of nursing curriculum in Iran, Turkey and Jordan.

This descriptive-comparative study was conducted in 2017. Iran Health Ministry website and the site of several nursing schools in Iran, Jordan, and Turkey were used to reach the full details of the curriculum and the list of curriculum items. To obtain some required information, a search of Persian and English literatures was performed in 2007-2017 by using Master of Science in nursing, nursing education, curriculum, Quality of education, Iran, Turkey and Jordan keywords. Required information was collected and compared using Bereday’s four-stage model: description, interpretation, juxta position and comparison. Comparison was made in the areas of the time of the beginning of academic education, the mission of the faculties, and the purpose of educating learners, entry conditions, and number of units, trends and the role of faculty members.

The Master's programs in each country have special mission, goals, and job responsibilities. Entry requirements in Iran and Turkey include bachelor's degree in nursing and admission to the entrance exam; an interview is also take place in Turkey. But in Jordan, volunteers must control the conditions, priorities, admission capacity and plans at the faculty site and, if they are available, they can study at this course. In Turkey, it is also possible to pass this course as part time and evening shifts.

Comparing the educational systems of the three countries, the educational program in Iran has weaknesses and strengths. So, it is suggested that to improve the quality of education in Iran, pay attention to clinical experience, conduct interviews before entering the course, organize part-time courses and add some orientations according to the needs of the community.

Nursing students' work can have irreparable effects. There are many factors that affect optimism. Optimism is one of the factors that the effects on the person who is ostracizing are unclear. Therefore, we decided to The purpose of this study was to investigate the relationship between optimism and negligence in nursing students . In this descriptive correlational study conducted in the northwest of the year 1395, 315 nursing students were entered into the study using available sampling method and the relationship between optimism and negligence using Tuckman's negligence questionnaire and optimism with the use of Inferential statistics of Pearson correlation and SPSS software version 19 were used. P <0.05 was considered significant. The mean and Standard deviation of students' negligence (25.47 ± 03.50) was high, while the mean and Standard deviation of optimism (32.69 ± 04.01) was moderate and had a statistically significant relationship (p=0.001). Meanwhile, the average of effective negligence and optimism increased with increasing term. The lowest grade of optimism and Procrastination was observed in semester 1 students and most in the last semester. Optimism and Procrastination in the students participating in this study had high levels that had a significant relationship with each other, On the other hand, it was observed that an increase in optimism led to the neglect of the students' study. Researchers are proposing fundamental studies, as well as factors influencing optimism and negligence.

Occupational  concerns such as inadequate staff numbers, high workloads, long working hours and work strain make nurses fail to play their role in their families. On the other hand, nurses can not perform their duties in the workplace due to family problems. The aim of this study was to identify factors affecting work-life balance of nurses. This cross-sectional-descriptive-analytical study was conducted on)225(nurses in )6(hospitals of Jiroft University of Medical Sciences, including(2(educational-therapeutic hospitals and 4 medical hospitals that were selected using Random Stratified Sampling. Data was collected using the Wong and Ko Questionnaire, which included six dimensions and twenty questions. Data analysis was done in descriptive statistics section using SPSS software version 22 and in the structural equation modeling section using SMARTPLS version 2 software. In the present study, )225(male and female nurses with formal employment status of regular, contractual and conventional employment in hospitals of Jiroft University of Medical Sciences participated. The results showed that among the studied aspects, job flexibility dimension(0.89), job commitment dimension(0.88) and work support dimension(0.87) had the greatest impact on work-life balance of nurses. Considering the importance of work-life balance in nurses, matrons are in a position to create job flexibility such as establishing electronic nursing system and creating support groups. Improving the living condition of nurses, Question-and-Answer Session and interviewing nurses, establishing day care centers with long working hours for child care can also be effective in balancing.